The Science Curriculum - Boston College · The Science Curriculum ... and intentions inherent in each country’s policies for science education. ... Finland Hong Kong, SAR Hungary

CHAPTER 5The Science Curriculum

The first part of Chapter 5 presents information about

the curricular goals in the timss 1999 countries,

referred to as the intended curriculum. Data are

provided about how the curriculum is supported and

monitored within each country and the relationship

between national testing and the curriculum. The

second part of the chapter contains teachers’ reports

about the science topics actually studied in their

classrooms, also known as the implemented curriculum.

5

5

157The Science Curriculum

In comparing achievement across countries, it is important to considerdifferences in students’ curricular experiences and how they may affectthe science they have studied. At the most fundamental level, students’opportunity to learn the content, skills, and processes tested in thetimss 1999 assessment depends to a great extent on the curricular goalsand intentions inherent in each country’s policies for science education.Just as important as what students are expected to learn, however, iswhat their teachers choose to teach them. The lessons provided by theteacher ultimately determine what science students are taught.

Chapter 5 presents information about the curricular goals in the timss1999 countries and teachers’ reports about the science content studied.Teacher’s instructional programs for their classes are usually guided byan “official curriculum” that describes the science education that shouldbe provided. The official curriculum can be communicated by means ofdocuments or statements of various sorts (often called guides, guide-lines, or frameworks) prepared by the education ministry or by nationalor regional education departments. These documents or statements,together with supporting material such as instructional guides or man-dated textbooks, are referred to as the intended curriculum.

To collect information about the intended science curriculum at theeighth grade in each of the timss 1999 countries, the NationalResearch Coordinators responsible for implementing the study com-pleted questionnaires and participated in interviews. As part of theprocess, information was gathered about factors related to supportingand monitoring the implementation of the official curriculum, includ-ing the availability of teacher training, instructional materials, assess-ments, and audits aligned with the curriculum.

In many cases, teachers need to interpret and modify the intended cur-riculum according to their perceptions of the needs and abilities oftheir classes, and this evolves into the implemented curriculum.Research has shown that the implemented curriculum, even in highlyregulated educational systems, is not identical to the intended curricu-lum. To collect data about the implemented curriculum, the scienceteachers of the students tested in timss 1999 completed questionnairesabout whether students had been taught the various science topics cov-ered in the test.

2 3 4 5 6 7158 Chapter 1

Science Subjects Offered Up To and Including Eighth Grade

The most striking difference among science curricula of the timss 1999countries in eighth and earlier grades is that the sciences are taught asseparate subjects in some countries and integrated to form a general sci-ence course in others. Exhibit 5.1 shows how science instruction isorganized in these grades in the timss 1999 countries. By the eighthgrade, Chinese Taipei, Indonesia, and most of the European countrieswere teaching some or all of earth science, biology, physics and chem-istry as separate subjects, not necessarily contemporaneously. Elsewhere,the common practice was to integrate the sciences into a general science curriculum.

At lower grade levels, science topics in some countries were incorporatedin broader curriculum areas, such as “knowledge about nature and socie-ty” in Slovenia. Additional areas of study are included in grade 8 in somecountries. For instance, Belgium (Flemish) included “technological education,” “scientific work,” and “applied science” in grades 7 and 8science programs.

5.1

Background data provided by National Research Coordinators.

1 Australia: Yes in 4 of 8 states/territories.

2 Canada: Results shown are for the majority of provinces.

3 Geography is considered to be an integrated social studies and natural science course at grade 8;geography teachers were not sampled in the TIMSS studies.

Separate ScienceCourses Offered Science Subjects and Grades Taught

1 No General/integrated science course

Yes

Yes General/integrated science (3-5); biology (6-8); chemistry (7-8); physics (7-8); earth science (6-8)

2 No General sciences organized by strands (grades K-8)

No General integrated science (4-8) with some earth science taught in history/geography/social studies

Yes

No

Yes

No

Yes

No General studies (1-6); science (7-8)

Yes Environment (5); biology, physics, geography (6-8); chemistry (7-8)

Yes

No

No General/integrated science course




No Intelligent life (combined with social studies) (1-2); science (3-8)

Yes Biology (5-8); chemistry (8); physics (8)

3 Yes

Yes Nature and some earth science (1-4); biology (5-8); geography (5-8); chemistry (7-8); physics (7-8)


Yes Separate science subjects are taught in grade 8: biology, chemistry, physics, and geography

Yes Biology and physics (7); physics/chemistry and biology/geology (8)

Yes


No General/integrated science course (1-7)

Yes General/integrated science (3-4); biology (5-8); geography (5-8); physics (6-8); chemistry (7-8)

Yes


Yes

3 Yes

No General/integrated science and geography



No General/integrated science course (grades 4-8)


Natural science (1-6); biology (7); integrated physics/chemistry (8); integrated physics/chemistry continues tobe taught at grade 9 in addition to earth science

General/integrated science course, though some schools (especially independent ones) may offer physicschemistry, and biology, separately,

General/integrated science course (includes life sciences, physical sciences, earth sciences, andenvironmental and resource issues)

Biology, physics, and earth science taught separately, but one composite grade is given; chemistry is nottaught until high school

World orientation (3-6); biology and earth science (7-8); scientific work (7-8); technological education (7-8);physics (8); applied science (8); natural science (8)

General/integrated science course taught at grade 8. This course may be taught by separate subject areateachers in some schools. General science includes a combination of physics, chemistry and biology topics

Elementary science (1-3), General/integrated science (4-5); physics (6-8); chemistry (8); life science/biology (6-8); earth science (6-8)

Knowledge about nature and society (1-3); knowledge about nature (4-5); geography (6-8); biology (6-8);chemistry (7-8); physics (7-8)

General/integrated science (primary school up to grade 6); physics/chemistry, biology, geography whichincludes earth science (7-8)

General/integrated science (1-4); physics, chemistry, geography/geology, and biology taught as separatesubjects (5-8)

Integrated course of biology, geography and environmental studies (1-6); physics (7-8); chemistry (7-8)biology (7-8); natural geography (7-8); physics, chemistry, biology and natural geography are also taught at grade 9.

Integrated science course 'cognition of the world' (1-4); integrated science course 'man and nature' (5)integrated science course 'man and nature'/geography (6); biology/geography (7); biology, physics, chemistryand geography (8); subjects taught at grade 8 continue through grade 10

Science integrated with social studies (2-4); integrated science (5); geography (6-8); physics (7-8); biology (6-8); chemistry (8)

AustraliaBelgium (Flemish)

Bulgaria

Canada

Chile

Chinese Taipei

Czech Republic

Finland

Hong Kong, SAR

Hungary

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Macedonia, Rep. of

MalaysiaMoldova

Morocco

New Zealand

Philippines

Romania

Singapore

Slovak Republic

South Africa

Thailand

Tunisia

Turkey

United States

Cyprus

England

Indonesia

Russian Federation

Slovenia

Netherlands

Lithuania

Iran, Islamic Rep.


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5.1

Exhibit 5.1 Science Subjects Offered Up to and Including Eighth Grade

2 3 4 5 6 7160 Chapter 1

Does Decision Making About the Intended Curriculum Take Placeat the National or Local Level?

Depending on the educational system, students’ learning goals are com-monly set at three levels: the national or regional level, the school level,and the classroom level. Some countries are highly centralized, with theministry of education (or highest authority in the system) being exclusive-ly responsible for the major decisions governing the direction of educa-tion. In others, such decisions are made regionally or locally. Eachapproach has its strengths and weaknesses. Centralized decision makingcan add coherence and uniformity in curriculum coverage, but may con-strain a school or teacher’s flexibility in tailoring instruction to the needsof students.

Exhibit 5.2 presents information for each timss 1999 country about thehighest level of authority responsible for making decisions about the cur-riculum and gives the curriculum’s current status. The data reveal that 35of the 38 countries reported that the specifications for students’ curricu-lar goals were developed as national curricula. Australia determined cur-ricula at the state level, with local input; the United States did so at boththe state and local levels, with variability across states; and Canada deter-mined what students are expected to learn at the provincial level.

In recent decades, it has become common for intended curricula to beupdated regularly. At the time of the timss 1999 testing, the official sci-ence curriculum in 31 countries had been in place for less than a decade,and more than three-quarters of them were in revision. Of the sevencountries with a science curriculum of more than 10 years’ standing, fourwere being revised. In Australia, Canada, and the United States, curricu-lum change is made at the state or provincial level, and some science cur-ricula were in revision at the time of testing. The science curricula inthese three countries were relatively recent, having been developed withinten years prior to the study.

5.2


1 Belgium (Flemish): Curricula were introduced as follows: 1997-98 (biology); 1997 (technologicaleducation), early 1990 (physics); 1997 (earth science); 1997-99 (applied sciences); 1989 (scientificwork); 1989-97 (natural science).

A dash (–) indicates data are not available.

National orRegional Curriculum Year Curriculum Introduced Status of Curriculum

Belgium (Flemish) 1

Chile

Chinese Taipei

Cyprus

Czech Republic

Finland

Hong Kong, SAR

Hungary

Indonesia

Iran, Islamic Rep.

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

Moldova

Morocco

Netherlands

New Zealand

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

Canada

England

United States

Bulgaria

Australia

As introduced

In revision

In revision

As introduced

In revision

As introduced

In revision

As introduced

In revision

In revision

In revision

As introduced

As introduced

Slight revisions annually

As introduced

In revision

In revision

As introduced

In revision

In revisionIn revision

As introduced

As introduced

In revision

In revision

In revision

In revision

–In revision

In revision

In revision

In revision

In revision

In revision (5 provinces);As introduced (5 provinces)

In revision, same structure withminor revisions (to be implemented2000/01)

As of 1999, 47 out of 50 states havecompleted content standards

In revision (in 4 states/territories);As introduced (in 4 states/territories)

In revision

1989-1999

1980

1997

1978

1996

1994

1986

1995

1994

1996

1997-1998

1979

1993

1993

1995

1992-1994

1997

1979 (adaptations in 1995)

1990

19911991

1993 (slight adaptations in 1998)

1995

1998

1993

1998

1993

–1983

1984

1990

1997

1992

1987-1998

1995

1990-1999

1984-1999

1989 (biology and chemistry);1996 (physics); 1995 (earth science)

National

National

National

National

National

National

National

National

National

National

National

National

National

National

National

National

National

National

National

NationalNational

National

National

National

National

National

National

NationalNational

National

National

National

National

National

Regional

National

Regional & Local

Regional & Local


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5.2

Exhibit 5.2 Science Curriculum

2 3 4 5 6 7162 Chapter 1

How Do Countries Support and Monitor Curriculum Implementation?

Education systems use different ways to achieve the best match betweenthe intended and the implemented curriculum. For example, teacherscan be trained in the content and pedagogical approaches specified inthe curriculum guides. Another way to help ensure alignment is to devel-op instructional materials, including textbooks, instructional guides, andministry notes, that are tailored to the curriculum. Systems can also moni-tor implementation by means of school inspection or audit. The differentmethods used by the timss 1999 countries are shown in Exhibit 5.3. It isassumed that monitoring implementation encourages teachers to use theofficial curriculum in planning their teaching programs. Testing andassessment of the intended curriculum are also widely used to supportand monitor curriculum implementation; these are addressed in Exhibits5.4 and 5.5

Of the methods for supporting and monitoring curriculum implementa-tion shown in Exhibit 5.3, 10 countries reported using all six, and a fur-ther 13 countries used five. Support for the national/regional sciencecurriculum as part of pre-service education was noted by 24 of the 38 coun-tries, and nearly all reported using in-service teacher education for thispurpose. A system of school inspection or audit was used by 31 countries.

5.3


* Other than public examinations and system-wide assessments described in Exhibits 5.4 and 5.5,respectively.

1 Australia: Results are shown for the majority of states/territories.

2 Canada: Results are for the majority of provinces.

3 United States: Methods are implemented by individual states and vary from state to state. As of1998, 13 of 50 states have policies on textbook/materials selection; 8 of 50 states have policies rec-ommending textbook/materials.

Pre-ServiceTeacher

Education

In-ServiceTeacher

Education

Mandated orRecommended

Textbook(s)

Instructionalor Pedagogical

Guide

Ministry Notesand Directives

System ofSchool

Inspection orAudit

Australia 1

Belgium (Flemish)

Bulgaria

Canada 2

Chile

Chinese Taipei

Cyprus

Czech Republic

England

Finland

Hong Kong, SAR

Hungary

Indonesia

Iran, Islamic Rep.

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

Moldova

Morocco

Netherlands

New Zealand

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States 3

••

••••

•

••••••••

••••••••••••••••+

•••••

••

••••••••••

••••

•••••

•••+

••

•

•

•••••••••••

••

••

••••

•

••

+

••••••

••••••

•••••••••

••••••••••+

••••

••

••

••••••••••••••••••••

•••••+

••••

•

•••

•

••

••

••

•••

•••••

•

+

Country reported that method is used to support or monitor the implementation ofthe national/regional curriculum at grade 8

Not applicable nationally

•+


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5.3

Exhibit 5.3 Methods Used to Support or Monitor Curriculum Implementation*

2 3 4 5 6 7164 Chapter 1

What Countries Have Public Examinations in Science?

Using public examinations as a way to select students for university or aca-demic tracks in secondary school can be an important motivating factorfor student achievement. Exhibit 5.4 shows information on public exami-nations and their purpose. Thirty-six countries reported having publicexaminations or awards, at one or more grades, that include testingachievement in science. Most countries held their examinations in thefinal year of schooling for certification and selection to higher education(often, university education). Certification also provides students notgoing on to full-time post-secondary education with evidence of educa-tional attainment for prospective employers. In about one-third of thecountries, public examinations were also reported to be used to select stu-dents for entry to different types of secondary school, or to assign them todifferent tracks or courses within secondary schools. Providing feedbackto policy makers in the educational system, schools, or both was also animportant use of assessments in some countries.

Two countries reported having no public examinations in science.Belgium (Flemish) and Chinese Taipei were the only countries wheredecisions about promotion from one grade to the next, certification, andqualification for entrance to university were made at the school level with-out reliance on system-wide public examinations.

5.4


1 Canada: Public examinations are administered in 3 of 10 provinces.

2 United States: As of 1997-1998, public examinations are administered in 36 of 50 states at grades7-8 or 9-12.

Grade(s) Purpose/Consequences

Australia Certification and selection for tertiary education

1

Entry to university

Certification (grade 9); certification and entry to university (grade 12)

Certification (science can be chosen as one of four subjects for leaving examination)

Certification and entry to university (science is not a compulsory subject)

Matriculation certification for those choosing entry to specific areas in the university

Certification and entry to university

Certification and entry to tertiary education

College entrance exam for selection of students

Certification

Leaving examination

End-of-track examinations; exams recommended at grades 6 and 8

Feedback to system and schools; entry to university set by each institution

Certification (science can be chosen as one of 7 subjects)

Feedback to system and schools; selection into courses; certification and entry to university

Certification (science can be chosen as one of four subjects for leaving exam)

Certification and entry to tertiary education

Certification and selection for tertiary education

Entry to university

2

Candidates for profile schools (grade 7 or 8); certification and entrance to university --not taken by all students (grade 12)

School placement (grade 6); certification and placement for 12th grade (grade 11);placement in tertiary institutions (grade 13)

Primarily feedback to system and schools; in 8 states grade promotion is dependent onresults; in 18 states graduation is dependent on results of grade 12 exams

Certification (grade 11); entry to tertiary education (grade 12); in addition, provincialexams are administered at grade 8

Certification, course selection (grade 10); entry to tertiary education (grade 12);feedback to system and schools; informal between-school comparisons

Placement in specialized schools for some students (grade 8); entry to university (grade 11)

Remedial test for retention purposes (grade 6); certification, selection to secondary,and selection to courses (grade 9); certification and entry to tertiary (grade 12); feedback tosystem and schools

Certification (not state compulsory, may be administered at the regional or schoollevel)

Feedback to system and schools; regional exam for promotion (grade 6); selection forschools/courses; promotion (grade 9)

Leaving exam, selection for junior secondary school (grade 6); selection for seniorsecondary school (grade 9); leaving exam (grade 12); system-level feedback, in some casesschool- and classroom-level feedback

Certification (grade 12); feedback to system and schools

Certification and entry to university; the exam constitutes 40% of the required pointsfor entry to university with the remaining points based on university entry exams

Certification and selection for tertiary education; in the matriculation exam, theGeneral Studies Test section includes questions related to physics, chemistry, and biology inaddition to seven other topic areas. Students can choose to take either the General StudiesTest or the Mathematics Test

Entry to prefectural and municipal upper secondary schools (grade 9); entry to national,prefectural and municipal universities (grade 12)

Certification, selection for high school (grade 9); graduation (grade 11 or 12 dependingon school)

Feedback to system and schools, achievement test (grade 6); entry to coursetracks (grade 9); certification and end of secondary (grade 11); certification and entry touniversity (grade 13)

Certification (grade 10); certification and entry to university (grade 12); feedback tosystem and schools

Yes

No

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

12

12

9, 12

13

10, 12

12

12

11 or 12

13

9, 12

12

12

12

12

6, 9, 10, 11, 12

10, 11, 12

6, 10

12

9, 11

6, 10, 12

12

12

12

12

6, 9, 13

8, 11

6, 11, 13

varies

11, 12

6, 9, 12

12 (2 provinces);6, 9, 12

(1 province)

9, 11/12

10, 12

12

7/8, 12

6, 9, 11, 13

Belgium (Flemish)

Chile

Chinese Taipei

Cyprus

Czech Republic

England

Finland

Hungary

Indonesia

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Morocco

Netherlands

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States

Canada

Iran, Islamic Rep.

Hong Kong, SAR

New Zealand

Malaysia

Bulgaria

Moldova

Public Exams/Awards


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5.4

Exhibit 5.4 Public Examinations in Science

2 3 4 5 6 7166 Chapter 1

What Countries Have System-Wide Assessments in Science?

Although national public examinations can provide information of inter-est to national and regional policy makers, their main purpose is to makedecisions about individual students. In comparison, system-wide assess-ments are designed primarily to inform policy makers about matters suchas national standards of achievement of the intended curriculum objectives,strengths and weaknesses in the curriculum or how it is being implement-ed, and whether educational achievement is improving or deteriorating.

Exhibit 5.5 summarizes information about national assessments in sci-ence. Such assessments were conducted in 23 of the participating coun-tries. Seven of these – Malaysia, Morocco, the Netherlands, thePhilippines, Singapore, Tunisia, and Turkey – reported using publicexaminations as system-wide assessments, and therefore the same exami-nation is featured in Exhibits 5.4 and 5.5. Of the 23 countries thatreported conducting system-wide assessments, nine reported testing allstudents in the grade and 11 reported testing a sample from the grade.One of these countries, the Netherlands, reported testing both the entiregrade level and a sample. Australia and Canada reported state- andprovincial-level testing both for the entire grade and for a sample. Inaddition, two countries, Indonesia and the Russian Federation, reportedadministering periodic sample-based assessments at various grades forsystem-level feedback and research purposes, respectively. Most countriestested from two to four grades; Korea tested at six grades.

Generally, the purpose of the system-wide assessments was to provide feed-back to government policy makers and the public. Several countries thatreported assessing all students in a grade used these results in a variety ofways, including providing feedback to individual schools. England andHungary also used information about individual students for course place-ment or guidance.

In addition to collecting information about examinations and assess-ments, questionnaires and interviews were used to determine whether,and to what extent, explicit achievement standards were a feature ofintended curricula (see Exhibit R2.1 in the reference section). About two-thirds of the countries reported that such standards were incorporated intheir curricula or related documents. However, the term “achievementstandards” means different things in different countries and was unfamil-iar to some. Some countries regard them as learning objectives, and oth-ers include in this category performance indicators that describe levels ofrequired or desired performance. Exhibit R2.1 includes countries thatreported learning objectives or performance objectives as a component oftheir curriculum documents.

5.5

R2.1


1 Public examinations are also used for system-wide assessment purposes in these countries: Malaysia,Morocco, Netherlands, Philippines, Singapore, Tunisia, and Turkey.

2 Australia: System-wide assessments are administered in 3 of 8 states/territories.

3 Canada: System-wide assessments are administered in 5 of 10 provinces.

Entire GradeLevel

Sample fromGrade Level

Australia 2

Belgium (Flemish)

Bulgaria

Canada 3

Chile

Chinese Taipei

Cyprus

Czech Republic

England

Finland

Hong Kong, SAR

Hungary

Iran, Islamic Rep.

Israel

Italy

Japan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

Moldova

Morocco

Netherlands

New Zealand

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States

Jordan

Indonesia

System-WideAssessments1 Purpose/Consequences

Grades

4, 8, 9

4, 6, 8, 10, 12

6

6, 8, 10, 13

5, 6, 7, 8, 9

5, 6, 7, 8

6

3, 7

various grades

5, 8, 11

4, 8, 12

ages 13 and 16nationally

(most provinces)

4, 5, 8, 10

3, 7, 10 (1 state)10 (1 state)

various grades

4, 8, 10

5, 8

4, 5, 6, 7, 8, 10

6, 9, 11, 13

6, 9, 10, 11, 12

10, 11, 12

6, 10

6, 10, 12

4, 6, 9, 13

10 (1 state)

4, 7, 10(1 province)

Yes

No

No

Yes

Yes

No

No

No

Yes

Yes

No

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

No

No

Yes

Yes

No

Yes

Yes

Yes

Yes

No

Yes

Yes

No

No

No

No

Yes

Yes

Yes

System- and school-level feedback, usually one grade level assessed each year

System-, school- and student-level feedback

System-level feedback

System-level, school-level, and individual-level feedback




System-level feedback and research purposes (projects and curriculum development)

System- and school-level feedback; "good schools" publicized

System- and school-level feedback



System- and school-level feedback (the assessment was sample-based up until 1999)

Irregularly for research purposes

System- and school- level feedback

National and state-level feedback

System- and school-level feedback

System-level feedback; monitoring reform impact; curricular revisions

System-level feedback, assessments given irregularly at different primary grades


System-level feedback; first administered in 1999 with a grade 4 assessmentinstituted in 2000.

System- and school-level feedback; may lead to redistribution of teachers in theregions; assessments at grades 4 and 6 developed regionally

System- and school-level feedback; selection into courses, certification and entryto university


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5.5

Exhibit 5.5 System-Wide Assessments in Science

2 3 4 5 6 7168 Chapter 1

How Much Instructional Time Is Recommended for Science?

The different percentages of time devoted to mathematics instruction atdifferent grades highlight one of the difficulties in investigating the rela-tionship between achievement and instructional time across countries. Ifinstructional time is measured only for the eighth grade, the total time forwhich students in a country have been exposed to instruction in scienceduring their schooling may be under- or over-estimated. These data forgrades 4, 6, and 8 provide a better estimate of students’ intended instruc-tional time for science across the school years.

Percentages of instructional time designated for the sciences specified inthe intended curricula for grades 4, 6, and 8 are shown in Exhibit 5.6. Thepattern across countries shows that the percentage of time intended forscience instruction stays relatively the same or increases from grade 4 tograde 6, and increases from grade 6 to grade 8. Interestingly, the reversepattern holds for mathematics.1 Average percentages of time for scienceinstruction across all countries were 11, 13, and 16 percent for grades 4,6, and 8, respectively. Percentages of total instructional time for the sci-ences ranged from five to 30 percent at grade 4 and from six to 30 per-cent at grade 6. At the eighth grade, the percentage of instructional timespecified for science ranged from five to 10 percent in Italy to 32 percentin Moldova, which also reported the largest percentages at grades 4 and6. The percentage of instructional time for science exceeded 15 percentin two countries at grade 4, five countries at grade 6, and 12 countries atgrade 8; of the latter, eight countries reported that 25 percent or more ofinstructional time was intended for science. Schools’ and teachers’ reportsof the percentage of instructional time actually devoted to the sciences atgrade 8, shown in Exhibit 6.4 in the next chapter, generally correspondwith the intended percentages reported in Exhibit 5.6.

1 Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Gregory, K.D., Garden, R.A., O’Connor, K.M., Chrostowski, S.J., and Smith, T.A. (2000), TIMSS1999 International Mathematics Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at theEighth Grade, Chestnut Hill, MA: Boston College.

5.6


Exhibit 5.6 Overleaf

Grade 4 Grade 6 Grade 8

1

2

Comments

Instructional Time Specified for Science

Australia

Canada

Chinese Taipei

Cyprus

Czech Republic

Finland

Hong Kong, SAR

Indonesia

Iran, Islamic Rep.

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Malaysia

Moldova

Morocco

Macedonia, Rep. of

Lithuania

Hungary

Chile

England

Bulgaria

Belgium (Flemish)

8%

9-12%

12%

6%

13%

11%

6-8%

14%

11%

7-10%

N/S

10%

12%

11%

5%

N/S

30%

6%

8%

9%

17%

N/S

N/S

N/S

12-15%

20%

12-15%

11%

6%

22%

11%

6-8%

14%

13%

10-13%

5-10%

10%

12%

13%

6%

10%

30%

6%

8%

14%

20%

N/S

N/S

N/S

12-15%

26%

12-15%

11%

14%

27%

14%

8-13%

14%

11%

14-16%

5-10%

10%

15%

12%

19%

25%

32%

12%

11%

23%

25%

N/S

N/S

N/S

12-15%

At grade 6, separate science subjects are introduced.

A newly proposed plan for primary level suggests greater emphasis on science.

There is no change in instructional time in elementary and lower secondary school.

Some science is taught in Life and Society in grades 1-4, biology in grades 5-8, and chemistry and physicsin grades 7-8. In addition, geography includes science topics in grade 5.

The instructional time from grade 4 through secondary school remains about the same.

The relative emphasis on the sciences compared to other subjects increases as students progress throughschool due to the teaching of the sciences as separate subjects. On average, the instructional time for scienceis 15% at grades 9-10 and 20% at grade 12.

At grade 4, students receive 2 classes per week of integrated science. At grade 6, students take 2 classesper week of both integrated science and geography. At grade 8, students take 1-2 classes per week in bothbiology and geography and 2 classes per week in both chemistry and physics.

There is a minor emphasis on science at primary school level. Science instruction is mandatory forthe first 3 or 4 years of secondary education with time allocation similar to that of other subjects. Up tograde 10, general science is usually taught. In the final 2 years of secondary school, science subjects areno longer mandatory but strands of biology, chemistry, physics are taught.

Science is a core subject in grades K-6 and time allotment depends on the teacher. General science is amandatory subject in junior high school. Separate science courses by discipline (e.g., chemistry, physics,biology, earth science) are electives at the senior high school level.

During the last years of secondary education, students choose between scientific (≈ 23%) andnon-scientific (≈ 19%) programs.

The curriculum framework indicates the minimum amount of instructional time on average forgrade spans 1-6 and 7-9. Schools decide on instructional time for specific grades.

The curriculum indicates 20% instructional time be devoted to mathematics and science as one subject. The exact distribution of time for each of these subjects is decided by the teacher.

Instructional time increases in junior high school (grades 7-9) and receives greater emphasis at thehigh school level for students specializing in the sciences.

At grade 3, science receives only 2% of instructional time. From grades 6-10, the time varies from 20-30%. After grade 10, science receives less than 5% of instructional time.

Although the national curriculum does not specify the amount of instructional time to be devoted to thesciences, schools usually assign 3 hours of instruction per week from 5th grade on.

The national curriculum does not specify the amount of time to be spent. The proposed curriculumassumes 2 hours per week at grade 4 (year 5), and 2-5 hours per week for grades 6 and 8 (years 7 and 9).In practice, teaching time for grade 8 (year 9) is slightly greater than this.

Biology and physics are first taught as separate subjects at grade 6. Chemistry is first taught as aseparate subject at grade 7.

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Exhibit 5.65.6

Instructional Time for Science

2 3 4 5 6 7170 Chapter 1


All data rounded to the nearest whole number.


2 Lithuania: The instructional time specified for science includes geography. At grade 6, 7% of the totalinstructional time is for geography; at grade 8, 3-7% of the total instructional time is for geogra-phy.

N/S indicates instructional time not specified in the national/regional curriculum.


At grade 8, students take the following sciences: earth science is included in geography 6%;physics/chemistry 6%; biology 6%.

Grade 4 Grade 6 Grade 8

As students progress through school, there is an increased focus on project-based curricula.

States do not generally specify; it is largely a local decision.

As students progress through school, there is more curriculum time allocated for science with moreinvestigative, hands-on, and project-based activities.

In secondary school, instructional time in sciences is doubled. In addition, science-based materialsare used in the English courses.

Instructional Time Specifiedfor Science

Comments

All schools are required to teach science as part of a "balanced curriculum". Schools decide oninstructional time. Usually in primary school, language (which includes reading) and mathematics areallocated considerably more time than science. Time for science, mathematics, and English are about thesame in secondary school.

The emphasis on science is relatively equal to other subjects up to grade 7. In grades 7-8, threeseparate science courses are introduced with a greater percentage of instructional time. Science is taughtas an integrated course focusing on life and society in grades 1-3. Subject knowledge about nature isintroduced as an integrated course in grades 4-5. Specialist courses are introduced in grades 6-8. In grade6, earth science is integrated in "geography." In grade 7, biology, chemistry, and physics are introduced.Geography does not include any science topics after grade 6.

As students progress through school, there is an increased focus on problem-solving, science projects, andthinking processes.

Netherlands

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States

New Zealand

Philippines

Romania

5%

–

14%

N/S

6%

5%

10%

N/S

N/S

N/S

12%

7%

8%

14%

–

15%

N/S

6%

5%

10%

N/S

N/S

N/S

11%

21%

10%

18%

25%

–

27%

N/S

9%

8%

10%

N/S

15%

20%

N/S

25%

At grade 8, students take the following sciences: earth science is included in geography 6%; physics/chemistry6%; biology 6%.


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Exhibit 5.6: Instructional Time for Science (Continued)

2 3 4 5 6 7172 Chapter 1

How Do Countries Deal with Individual Differences?

The challenge of maximizing opportunity to learn for students with wide-ly differing abilities and interests is met differently in different countries.Exhibit 5.7 summarizes questionnaire and interview data on how coun-tries dealt with this issue in organizing the intended curricula.

Some countries indicated using more than one method of dealing withindividual differences among students, and in these cases the categorydescribing the main method was reported. The most common approach,found in 25 countries, was to have the same intended curriculum for allstudents, but to recommend that teachers adapt the level and scope oftheir teaching to the abilities and needs of their students. Adaptations forindividuals and classes were also recommended in the intended curriculaof some countries with different levels of curricula or different curriculafor different groups.

In the Czech Republic and England, science topics were taught at differ-ent levels with different groups. The Czech Republic had two levels andEngland nine. In England’s curriculum, the levels were defined in termsof progressively more complex performance to be demonstrated. Amongthe countries with different curricula for different groups of students,Belgium (Flemish) provided two different levels, Singapore three, and theNetherlands four.

National Research Coordinators from nine countries reported that theirofficial science curricula did not address the issue of differentiatinginstruction for grade 8 students with different abilities or interests, butthis does not necessarily mean that schools and teachers in those coun-tries did not make allowance for individual differences. Schools’ reportson how they organize to accommodate students with different abilities orinterests are shown in Exhibit R2.2 in the reference section. Substantialpercentages of students in many countries were in schools that offeredremedial and enrichment sciences, including several of the countrieswithout specific curricular statements about differentiation.

5.7

R2.2


1 Czech Republic: There is the same curriculum with different levels for different groups in physics andchemistry (2 levels); there is one curriculum for all students, and teachers adapt to students' needs,in life science and earth science.

2 England: While there is one “programme of study” for grades 6-8, the document identifies nine per-formance-levels describing the types and range of performance that pupils working at a particularlevel should demonstrate.

3 United States: Most state standards are designed for all students.

Same Curriculum forAll Students, andTeachers Adapt toStudents' Needs

Same Curriculumwith Different Levels for

Different Groups

Different Curricula forDifferent Groups

Number ofCurriculum Levels

1

2

3

CurriculumAddresses

Differentiation

Approaches to Addressing Students withDifferent Abilities or Interests at Grade 8

Australia

Belgium (Flemish)

Bulgaria

Canada

Chile

Chinese Taipei

Cyprus

Czech Republic

England

Finland

Hong Kong, SAR

Hungary

Indonesia

Iran, Islamic Rep.

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

Moldova

Morocco

Netherlands

New Zealand

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

No

No

Yes

No

No

No

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

Yes

Yes

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

Yes

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

Yes

No

No

No

No

Yes

No

No

No

No

No

No

1

2

1

1

1

1

2

9

1

1

1

1

1

1

1

1

1

4

1

1

1

1

3

1

1

1

1

1

1


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5.7

Exhibit 5.7 Differentiation of Instruction for Students with Different Abilities or Interests

2 3 4 5 6 7174 Chapter 1

What Are the Major Characteristics of the Intended Curriculum?

Exhibit 5.8 indicates the relative emphasis given to various aspects of science instruction in the intended curriculum. Knowing basic sciencefacts and understanding science concepts received major emphasis in thecurriculum of most participating countries, and at least moderate emphasiswas placed on application of science concepts in almost all national curricula. Few countries gave major emphasis to using laboratory equipmentand performing science experiments, but there were some notable excep-tions. Top-performing Singapore, Korea, and Japan were among the 10countries that reported major emphasis for both. The Czech Republic’sintended curriculum had minor or no emphasis on any aspect of practicalwork, and several other countries’ curricula had minor or no emphasis onperforming experiments.

The increasing importance of technology in school curricula is reflectedin the major emphasis given by 12 countries and the moderate emphasisgiven by 14 to “science, technology, and society.” Thematic approacheswere more common in science than in mathematics and received majoremphasis in 13 countries. Multicultural approaches and integration of sci-ence with school subjects other than mathematics were the approachesleast likely to be given major or moderate emphasis.

It is possible that in some countries some of the approaches and processesreported as having minor or no emphasis in the intended curriculum mayreceive more emphasis in the implemented curriculum. For example,although assessing student learning in science was reported to receiveminor or no emphasis in the intended curriculum of five countries –Chile, Indonesia, Malaysia, Romania, and South Africa – teachers therenevertheless regularly assess their students’ learning in science. In thesefive countries, the teachers of 60 percent or more of the students report-ed giving quite a lot or a great deal of weight to either teacher-made testsrequiring explanations or teacher-made objective tests (see Exhibit R3.18in the reference section).

5.8


1 Australia: Results shown are for the majority of states/territories.

2 Belgium (Flemish) and Russian Federation: The single codes are derived from a combination of codesfor individual sciences.


1

2

3

–

– –

2

– – – – – – – – – – – – –

Kno

win

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Scie

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Fact

s

Und

erst

andi

ng S

cien

ce C

once

pts

App

lyin

g Sc

ienc

e C

once

pts

to S

olve

Prob

lem

s an

d D

evel

op E

xpla

natio

ns

Usi

ng L

abor

ator

y Eq

uipm

ent

Perf

orm

ing

Scie

nce

Expe

rimen

ts

Des

igni

ng a

nd C

ondu

ctin

g Sc

ient

ific

Inve

stig

atio

ns

Com

mun

icat

ing

Scie

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cPr

oced

ures

and

Exp

lana

tions

inW

ritte

n an

d O

ral F

orm

Inte

grat

ion

of S

cien

ce w

ithM

athe

mat

ics

Scie

nce,

Tec

hnol

ogy

and

Soci

ety

Cro

ss-D

isci

plin

ary

App

roac

h(In

tegr

atio

n of

the

Sci

ence

san

d O

ther

Sch

ool S

ubje

cts)

Them

atic

App

roac

h

Mul

ticul

tura

l App

roac

h

Ass

essi

ng S

tude

nt L

earn

ing

Australia

Belgium (Flemish)

Bulgaria

Canada

Chile

Chinese Taipei

Cyprus

Czech Republic

England

Finland

Hong Kong, SAR

Hungary

Indonesia

Iran, Islamic Rep.

Israel

Italy

Japan

Jordan

Korea, Rep. of

Latvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

Moldova

Morocco

Netherlands

New Zealand

Philippines

Romania

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

Tunisia

Turkey

United States

ModerateEmphasis

Minor/NoEmphasis

NotAvailable–

MajorEmphasis


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5.8

Exhibit 5.8 Emphasis on Approaches and Processes

2 3 4 5 6 7176 Chapter 1

What Science Content Do Teachers Emphasize at the Eighth Grade?

Teachers from countries in which eighth-grade science was taught as a gen-eral or integrated course were asked what subject matter they had empha-sized with their classes. Their responses are shown in Exhibit 5.9. In six ofthe 21 countries, at least 80 percent of students were in classes thatemphasized science as a general/integrated subject. In Canada, Italy, andthe United States, earth science was emphasized in considerably moreclassrooms than in other countries. Biology was more likely than the othersciences to be emphasized in Italy and Tunisia. Countries where relativelyhigh proportions of students had seen emphasis on physics, chemistry, orboth were Cyprus, Iran, Israel, Jordan, Korea, and South Africa.

5.9

Background data provided by teachers.

( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,some totals may appear inconsistent.


An “r” indicates teacher response data available for 70-84% of students. An “s” indicates teacherresponse data available for 50-69% of students.

r

r

s

s

r

r

Percentage of Students Whose Teachers Report the Subject MatterEmphasized Most in Their Grade 8 Science Class

General/Integrated

Science

EarthScience Biology Physics Chemistry

PhysicalScience

(chemistry/physics)

Other

83 (2.6)

55 (3.5)

71 (4.0)

17 (3.6)– –

92 (2.6)

53 (4.6)

34 (4.4)

0 (0.0)64 (4.6)

30 (4.1)

49 (4.0)

100 (0.0)

94 (1.7)88 (2.7)

69 (4.1)

48 (5.0)

81 (3.2)

8 (2.4)

74 (3.1)

41 (4.7)

58 (0.8)

0 (0.3)

14 (2.3)

1 (0.9)

1 (1.3)– –

0 (0.0)

0 (0.0)

1 (0.0)

20 (3.2)1 (1.0)

3 (1.4)

2 (1.0)

0 (0.0)

1 (0.5)6 (2.1)

0 (0.0)

1 (0.8)

7 (2.0)

8 (2.1)

0 (0.3)

28 (4.8)

5 (0.4)

5 (1.6)

6 (1.7)

22 (3.4)

17 (3.2)– –

3 (1.5)

13 (2.7)

21 (3.9)

49 (3.9)7 (2.4)

12 (3.0)

10 (2.0)

0 (0.0)

2 (0.9)3 (1.2)

5 (2.0)

7 (2.5)

4 (1.6)

81 (3.4)

3 (1.3)

5 (1.5)

14 (0.5)

1 (0.4)

1 (0.7)

1 (0.9)

39 (4.5)– –

0 (0.0)

14 (3.1)

3 (1.3)

13 (2.6)6 (2.1)

19 (3.5)

5 (1.6)

0 (0.0)

1 (0.6)0 (0.0)

4 (1.8)

8 (2.8)

1 (0.8)

1 (0.0)

8 (2.1)

2 (0.8)

6 (0.4)

4 (1.3)

1 (0.6)

0 (0.0)

13 (2.6)– –

1 (0.0)

3 (1.4)

7 (2.5)

3 (1.2)11 (2.7)

14 (3.2)

5 (1.7)

0 (0.0)

0 (0.0)1 (0.8)

7 (2.3)

5 (2.3)

3 (1.3)

0 (0.0)

2 (1.0)

3 (1.0)

4 (0.4)

Australia

Canada

Chile

CyprusEngland

Hong Kong, SAR

Iran, Islamic Rep.

Israel

ItalyJapan

Jordan

Korea, Rep. of

Malaysia

New ZealandPhilippines

Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

2 (0.7)

19 (2.7)

2 (1.1)

6 (2.3)– –

4 (1.9)

16 (2.9)

28 (4.5)

11 (2.6)6 (2.1)

21 (3.6)

26 (3.2)

0 (0.0)

2 (1.6)2 (1.2)

11 (2.5)

31 (4.0)

3 (1.4)

0 (0.0)

11 (2.7)

21 (3.1)

11 (0.6)

4 (1.2)

3 (1.2)

2 (1.2)

6 (2.8)– –

0 (0.0)

1 (0.8)

6 (2.1)

3 (1.4)5 (1.9)

1 (0.8)

4 (1.6)

0 (0.0)

1 (0.6)1 (0.0)

4 (1.6)

1 (0.9)

1 (1.0)

3 (1.5)

2 (0.9)

1 (0.4)

2 (0.3)


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5.9

Exhibit 5.9 Subject Matter Emphasized Most in General/Integrated Science Class

2 3 4 5 6 7178 Chapter 1

What Science Topics Are Included in the Intended Curriculum?

In the course of their meetings on planning and implementation of timss1999, the National Research Coordinators developed a list of science top-ics that they agreed covered most of the content in the intended sciencecurriculum in their respective countries. This list of topics, presented inExhibit 5.10, built on the topics covered in the timss 1995 science testand included in the teacher questionnaire. It represents a comprehensivelist of the topics likely to have been included in the curricula of the par-ticipating countries up to and including eighth grade. From the followingchoices, the National Research Coordinators indicated the percentage ofstudents in their own countries expected to have been taught each topic:

• All or almost all students (at least 90 percent)

• About half of the students

• Only the more able students (top track – about 25 percent)

• Only the most advanced students (10 percent or less)

Exhibit 5.11 summarizes the data according to the percentage of topicsintended to be taught to all or almost all students (at least 90 percent) ineach country, across the entire list of topics and for each content area.There was marked variation between content areas and between coun-tries. In 21 countries it was intended that all, or nearly all, students betaught all of the earth science topics. All environmental and resourceissues topics were intended to be taught to practically all students in 20countries, while in six countries none of these topics were intended for allor almost all students. On average, biology topics were most likely, andchemistry topics least likely, to have been included in the intended curric-ula up to and including eighth grade.

In four countries – Moldova, Slovenia, Turkey, and the United States – itwas intended that all of the topics in five content areas and some in thesixth be taught to all students. On the other hand, intended curricula inBelgium (Flemish), Chinese Taipei, Macedonia, Morocco, and SouthAfrica included no content area in which all topics were to be taught to allstudents. Information on specific topics in the intended curricula for eachcontent area is presented in Exhibits R2.3 through R2.8 in the referencesection of this report.

It should be noted that some countries reported having different curricu-la or different levels of curriculum for different groups of students, asdetailed in Exhibit 5.7. Not surprisingly, then, these countries oftenreported that about half, only the more able (25 percent), or the top 10

5.10

R2.3-R2.8

5.11


percent of students were expected to have been taught substantial per-centages of the topics. In addition, if content within a topic arearequired different responses, National Research Coordinators chosethe response that best represented the entire topic area and noted thediscrepancy (see Exhibit A.11 in the appendix for details).

�

�

�

�

Biology

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Earth processes and history (weather and climate, physical cycles, plate tectonics, fossils)

Physical properties and physical changes of matter (weight, mass, states of matter, boiling, freezing)

Subatomic particles (protons, electrons, neutrons)

Energy types, sources, and conversions (chemical, kinetic, electric, light energy; work and efficiency)

Buoyancy

Physics

Earth in the solar system and the universe (interactions between Earth, sun, and moon;relationship to planets and stars)

Photosynthesis

Light (reflection, refraction, light and color)

Electricity and magnetism (circuits, conductivity, magnets)

Gas laws (relationship between temperature/pressure/volume)

Earth's physical features (layers, landforms, bodies of water, rocks, soil)

Earth Science

Earth's atmosphere (layers, composition, temperature, pressure)

Human body - structure and function of organs and systems

Human bodily processes (metabolism, respiration, digestion)

Reproduction, genetics, evolution, and speciation

Human nutrition, health, and disease

Biology of plant and animal life (diversity, structure, life processes, life cycles)

Interactions of living things (biomes and ecosystems, interdependence)

Forces and motion (types of forces, balanced/unbalanced forces, fluid behavior, speed, acceleration)

Heat and temperature

Wave phenomena, sound, and vibration

�

� Topics also included in the curriculum questionnaire (intended curriculum).

Topics included in the curriculum and teacher questionnaires (intended and implemented curriculum).

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Exhibit 5.105.10

Science Topics Included in the TIMSS Questionnaires

2 3 4 5 6 7180 Chapter 1

�

� Topics also included in the curriculum questionnaire (intended curriculum).

Topics included in the curriculum and teacher questionnaires (intended and implemented curriculum).

Chemistry

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Valency

Gathering, organizing, and representing data (units, tables, charts, graphs)

Describing and interpreting data

Experimental design (experimental control, materials, and procedures)

Scientific measurements (reliability, replication, experimental error, accuracy, scales)

Using scientific apparatus and conducting routine experimental operations

Food supply and production, population, and environmental effects of natural and man-made events

Formation of solutions (solvents, solutes, soluble/insoluble substances)

Acids, bases, and salts

Periodic table

Chemical bonding and compound formation (ionic, covalent)

Chemical equations

Atomic structure

Atomic number and atomic mass

Environmental and Resource Issues

Pollution (acid rain, global warming, ozone layer, water pollution)

Classification of matter (elements, compounds, solutions, mixtures)

Structure of matter (atoms, ions, molecules, crystals)

Chemical reactivity and transformations (definition of chemical change, oxidation, combustion)

Energy and chemical change (exothermic and endothermic reactions, reaction rates)

Scientific Inquiry and the Nature of Science

Scientific method (formulating hypotheses, making observations, drawing conclusions, generalizing)

Conservation of natural resources (land, water, forests, energy resources)


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Exhibit 5.10: Science Topics Included in the TIMSS Questionnaires (Continued)

Background data provided by National Research Coordinators according to the national curriculum.NRCs indicated the percentage of students who should have been taught each of the topics listed inexhibit 5.10. The response categories were: all or almost all of the students (at least 90%); abouthalf of the students; only the more able students (top track - about 25%); only the most advancedstudents (10% or less); not included in curriculum through grade 8. (See reference exhibits R2.3-R2.8 for detail by topic.)


Overall Earth Science Biology Physics ChemistryEnvironmentaland Resource

Issues

ScientificInquiry andthe Natureof Science

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia

Iran, Islamic Rep.Israel

Italy

Japan

Jordan

Korea, Rep. ofLatvia (LSS)

Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines

RomaniaRussian Federation

Singapore

Slovak Republic

Slovenia

South AfricaThailand

Tunisia

Turkey

United States

International Avg.

Percentage of Topics Intended to Be Taught toAll or Almost All (at least 90%) Students

79

38

90

4860

69

62

79

7155

50

83

55

5757

67

62

88

6036

76

69

57

955

24

52

55

8171

79

–

95

2164

45

95

86

63

100

0

100

75100

25

75

100

7525

25

100

100

1000

75

100

100

100100

100

25

50

1000

0

100

100

100100

100

–

100

2550

25

100

100

72

71

71

57

86100

86

86

86

71100

100

100

86

10043

100

57

86

7114

86

86

86

1000

43

43

71

10029

100

–

100

29100

100

100

100

77

80

40

100

2030

80

40

90

8030

60

100

90

6040

70

70

100

7030

90

90

50

10020

20

60

50

7070

70

–

80

3040

40

100

100

64

58

0

100

1725

58

50

83

4250

42

100

8

5075

25

50

67

5033

83

92

33

830

0

25

42

92100

58

–

100

2542

0

100

50

52

100

67

100

100100

67

100

33

10033

0

0

100

3367

100

0

100

0100

33

67

33

1000

100

100

67

100100

100

–

100

0100

67

100

100

69

100

83

83

6783

83

67

50

10083

33

33

0

0100

83

83

100

500

33

0

100

1000

33

50

33

3333

83

–

100

0100

83

67

100

60

SOU

RCE:

IEA

Thi

rd In

tern

atio

nal M

athe

mat

ics

and

Scie

nce

Stud

y (T

IMSS

), 19

98-1

999.

Exhibit 5.115.11

Science Topics in the Intended Curriculum for At Least 90% of Students,Up to and Including Eighth Grade

2 3 4 5 6 7182 Chapter 1


Have Students Been Taught the Topics Tested by TIMSS?

In interpreting the achievement results, it is important to consider howextensively the topics tested are taught in the participating countries.As shown in Exhibits 5.12 through 5.17, the six major science contentareas assessed in timss 1999 were represented by 31 topic areas. Foreach area, teachers indicated whether their students had been taughtthe topics before this year, one to five periods this year, more than fiveperiods this year; whether the topics had not yet been taught; orwhether the teacher did not know. Exhibits 5.12 through 5.17 show thepercentages of students in each country reported to have been taughteach topic before or during the year of the testing.

Although the international average percentage of students whose teach-ers reported that earth science topics (see Exhibit 5.12) were taughtbefore or during the year of testing was greater than 70 percent for eachtopic, countries varied greatly in topic coverage. For example, in 19countries at least 80 percent of students had been taught about “earth’sphysical features,” but in two countries (Hong Kong and Japan) fewerthan 20 percent of the students were reported to have been taught thistopic. Topics from this content area may be taught in subjects other thanscience in some countries, so the percentage of students having beentaught these topics may be underestimated for a few countries.

With the exception of “reproduction, genetics, evolution, and specia-tion,” biology topics (see Exhibit 5.13) had been taught to the greatmajority of students in most countries. Teachers in nine countriesreported that 80 percent or more of their students were taught all ofthe biology topics. In comparison, teachers in four countries – Canada,Finland, South Africa and Tunisia – reported that less than 55 percentof their students were taught four of the six topics.

Of the physics topics (see Exhibit 5.14), “physical properties and thephysical changes of matter” had the greatest coverage, with 91 percentof students, on average internationally, having been taught this topic.Lowest was “wave phenomena, sound, and vibration,” with an interna-tional average of 52 percent. At the extremes were the Netherlands,where all students were reported to have been taught all of the physicstopics, and Tunisia, where very small percentages of students had beentaught any of them.

Instructional coverage was high for three of the four chemistry topics(see Exhibit 5.15), but only 58 percent of students, internationally onaverage, were taught “energy and chemical change.” Teachers in 12countries, including high-performing Chinese Taipei, Hungary, Korea,

5.12

5.13

5.14

5.15

2 3 4 5 6 7184 Chapter 1

and the Netherlands, reported having taught “classification of matter”and “structure of matter” to 97 percent or more of their students. Most ofthese countries reported that over 90 percent of their students weretaught “chemical reactivity and transformations” as well. Furthermore, inboth Hungary and the Netherlands, 97 percent or more of the studentswere reported to have been taught all the topic areas. In contrast, inBelgium (Flemish) and Tunisia, teachers reported that fewer than 15 per-cent of their students were taught each of the chemistry topic areas.

Most students in most countries were taught environmental and resourceissues topics (see Exhibit 5.16), especially “pollution” and “conservation,”with 21 countries teaching these topics to 75 percent or more of their stu-dents. One country, Japan, reported teaching fewer than 30 percent oftheir students each of the topics in this area.

Each of the scientific inquiry and the nature of science topics (seeExhibit 5.17) was taught to 75 percent or more of the students, on aver-age internationally. Ninety percent or more of the students in four coun-tries – England, the Netherlands, Romania, and Singapore – were taughtall six topic areas. Teachers in all countries taught each topic to morethan 60 percent of their students except in seven countries: Belgium(Flemish), Iran, Israel, Jordan, South Africa, Tunisia, and Turkey.

5.16

5.17

r r r r

r r r r

r r r

s s s sr

1

s s s s

s s s sr r

s r s s

Italy

s r s r‡

r

r

r

s s s

r r

r r r r

Earth's physicalfeatures (layers,

landforms, bodies ofwater, rocks, soil)

Earth processesand history (weatherand climate, physicalcycle, plate tectonics,

fossils)

Earth in the solarsystem and the

universe (interactionsbetween earth, sun,

and moon; relationshipto planets and stars)

Earth's atmosphere(layers, composition,

temperature,pressure)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Japan

Jordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

73 (3.4)

93 (3.0)

99 (0.6)

91 (1.9)95 (1.5)

– –

45 (6.6)

99 (0.4)

86 (4.0)65 (4.0)

17 (3.2)

83 (3.1)

98 (1.2)

95 (2.4)x x

82 (2.9)

6 (2.2)

98 (1.1)

91 (2.4)92 (3.1)

– –

88 (2.9)

32 (4.1)

– –– –

76 (5.6)

40 (3.9)

99 (0.6)

100 (0.0)– –

x x

72 (5.2)

99 (0.7)

82 (3.5)

42 (3.7)

87 (2.5)

77 (0.6)

65 (3.5)

45 (4.3)

99 (0.6)

83 (2.1)95 (1.8)

– –

38 (6.0)

98 (1.2)

64 (3.9)38 (4.0)

61 (5.0)

72 (3.9)

97 (1.5)

72 (4.4)x x

95 (1.5)

74 (3.7)

84 (3.4)

98 (1.2)83 (4.0)

– –

88 (2.2)

32 (3.9)

– –– –

91 (2.7)

45 (3.9)

98 (1.1)

100 (0.0)– –

x x

68 (5.9)

63 (3.8)

12 (3.0)

60 (4.0)

84 (2.7)

73 (0.6)

67 (3.4)

64 (5.2)

99 (0.6)

86 (2.3)81 (2.9)

– –

39 (5.6)

97 (1.7)

71 (3.5)62 (3.5)

17 (4.0)

88 (2.8)

88 (3.1)

69 (3.7)x x

81 (3.2)

39 (4.1)

88 (3.1)

95 (1.5)78 (4.6)

– –

86 (2.6)

14 (3.0)

– –– –

92 (4.1)

40 (3.9)

98 (1.0)

99 (1.0)– –

x x

x x

95 (1.8)

16 (3.4)

37 (4.2)

92 (2.0)

71 (0.6)

80 (3.3)

16 (3.4)

99 (0.8)

80 (3.1)94 (1.9)

– –

88 (3.6)

98 (1.2)

90 (3.6)45 (4.1)

15 (3.8)

79 (3.8)

97 (1.5)

68 (3.9)x x

70 (3.6)

99 (0.7)

82 (3.7)

52 (4.0)86 (3.4)

– –

85 (2.4)

16 (3.2)

– –– –

82 (4.8)

63 (3.5)

74 (3.8)

99 (0.8)– –

x x

62 (6.0)

88 (2.6)

4 (1.9)

73 (3.4)

84 (2.3)

71 (0.6)


SOU

RCE:

IEA

Thi

rd In

tern

atio

nal M

athe

mat

ics

and

Scie

nce

Stud

y (T

IMSS

), 19

98-1

999.

5.12

Exhibit 5.12 Percentages of Students Taught Earth Science Topics*


* Taught before or during this school year.

‡ Lithuania tested the same cohort of students as other countries, but later in 1999, at the beginningof the next school year.

1 Data for grade 9 earth science teachers not available.

Science teacher background data for Slovak Republic and Slovenia are unavailable.



An “r” indicates teacher response data available for 70-84% of students. An “s” indicates teacherresponse data available for 50-69% of students. An “x” indicates teacher response data available for<50% of students.

r r r r r r

r r

r r r

s s s s s s

1

r 100 r r s r r

s s s s s s

r r r r

100

r r r r r r

r

‡

r 100 r r r r r

r r

r s s r r r

r r r r r r

Human body -structure andfunction oforgans and

systems

Interactions ofliving things

(biomes,ecosystems, andinterdependence)

Reproduction,genetics,

evolution, andspeciation

Human bodilyprocesses

(metabolism,respiration,digestion)

Humannutrition, health,

and disease

Biology ofplant and animal

life (diversity,structure, life

processes,life cycles)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Italy

JapanJordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

80 (3.3)

98 (1.0)

94 (3.4)

54 (3.0)95 (1.8)

– –

(0.0)

99 (0.4)

96 (1.9)30 (4.0)

79 (3.8)

93 (2.2)

(0.0)

99 (0.7)77 (3.6)

99 (0.9)

97 (1.7)96 (2.0)

91 (2.2)49 (4.4)

– –

99 (0.8)

96 (1.8)

– –– –

(0.0)

58 (4.1)

46 (4.0)

99 (0.6)– –

97 (1.5)

43 (5.4)

93 (2.3)

53 (4.1)

93 (2.9)

90 (2.6)

84 (0.5)

75 (3.1)

100 (0.0)

94 (3.4)

49 (3.6)93 (2.1)

– –

100 (0.0)

99 (0.5)

99 (0.8)28 (3.5)

76 (3.6)

94 (2.1)

99 (1.1)

99 (0.8)57 (3.9)

99 (0.9)

96 (1.8)98 (1.1)

92 (2.2)46 (4.3)

– –

99 (1.0)

93 (2.1)

– –– –

100 (0.0)

55 (4.4)

61 (4.1)

99 (0.6)– –

97 (1.6)

44 (5.6)

94 (2.0)

49 (4.6)

93 (2.6)

90 (2.1)

83 (0.5)

75 (3.3)

100 (0.0)

95 (3.3)

54 (3.8)94 (1.7)

– –

100 (0.0)

98 (1.1)

95 (2.5)28 (3.5)

30 (4.7)

90 (2.6)

58 (4.5)

98 (1.0)36 (4.4)

97 (0.9)

82 (3.3)90 (2.9)

87 (2.8)67 (4.2)

– –

98 (1.1)

96 (1.7)

– –– –

100 (0.0)

55 (4.2)

65 (4.4)

98 (1.3)– –

97 (1.8)

49 (5.3)

87 (2.7)

51 (4.3)

86 (3.4)

91 (2.2)

79 (0.6)

84 (2.7)

91 (2.6)

96 (2.2)

70 (3.2)96 (1.2)

– –

82 (4.1)

96 (2.1)

91 (3.2)90 (2.6)

69 (4.6)

99 (1.0)

100 (0.3)

91 (2.5)66 (3.9)

100 (0.0)

86 (3.0)87 (3.3)

76 (3.7)98 (1.3)

– –

96 (1.6)

75 (4.0)

– –– –

100 (0.0)

85 (3.0)

63 (3.9)

99 (1.2)– –

86 (3.8)

80 (4.1)

79 (3.2)

92 (2.4)

92 (2.0)

92 (1.9)

87 (0.5)

67 (3.9)

85 (3.7)

65 (6.8)

77 (2.7)99 (1.0)

– –

40 (4.5)

73 (4.4)

84 (4.2)92 (2.4)

57 (4.9)

89 (2.3)

98 (1.2)

78 (3.5)40 (4.3)

89 (2.4)

15 (3.2)82 (3.8)

57 (4.3)90 (2.9)

– –

90 (2.7)

88 (2.8)

– –– –

100 (0.0)

65 (4.2)

83 (2.7)

96 (1.9)– –

69 (4.4)

85 (3.0)

83 (3.5)

58 (4.1)

96 (1.4)

90 (2.0)

77 (0.6)

39 (3.8)

94 (2.2)

36 (5.2)

45 (3.7)92 (2.2)

– –

30 (4.1)

57 (5.4)

80 (3.6)21 (3.4)

61 (4.6)

87 (2.8)

50 (4.4)

95 (1.8)76 (3.3)

87 (2.9)

8 (2.5)61 (5.1)

54 (4.3)49 (4.8)

– –

90 (2.7)

15 (2.9)

– –– –

99 (0.9)

28 (3.3)

44 (4.4)

96 (1.6)– –

92 (2.7)

49 (5.6)

91 (2.8)

24 (3.4)

63 (3.9)

83 (2.8)

61 (0.7)SO

URC

E: IE

A T

hird

Inte

rnat

iona

l Mat

hem

atic

s an

d Sc

ienc

e St

udy

(TIM

SS),

1998

-199

9.

Exhibit 5.135.13

Percentages of Students Taught Biology Topics*

2 3 4 5 6 7186 Chapter 1




1 Data for grade 7 biology teachers not available.





r r r r r r r r

s s s s s s s s

r r r r r r r r

r s r r s s s sr r r

r r r r s s s s

s s s s s s s s

r r r r r

rr r r r r r

‡

r r r r

r

s r

r r r r r

r r r r r r r r

s s s s s s s sr

r r r r r r r r

Wavephenomena,sound, andvibration

Heat andtemperature

Energy types,sources, andconversions(chemical,

kinetic, electric,light energy;

work andefficiency)

Subatomicparticles(protons,electrons,neutrons)

Physicalproperties and

physical changesof matter

(weight, mass,states of matter,

boiling,freezing)

Forces andmotion (types

of forces,balanced/unbal

anced forces,fluid behavior,

speed,acceleration)

Electricity andmagnetismLight

45 (4.0)

33 (4.5)

96 (1.9)

56 (3.1)52 (3.7)

29 (3.5)

12 (3.9)

100 (0.2)

98 (1.1)51 (3.6)

41 (4.9)

98 (1.2)

85 (3.6)

69 (3.8)19 (3.8)

85 (2.9)

20 (3.1)

99 (0.8)

87 (2.6)71 (4.5)

– –

97 (0.9)

76 (3.5)

– –– –

100 (0.0)

51 (4.2)

85 (2.8)

98 (1.1)– –

82 (4.2)

39 (5.2)

26 (4.4)

13 (3.4)99 (0.6)

75 (3.4)

65 (0.6)

72 (3.2)

38 (4.3)

97 (1.4)

48 (3.3)57 (4.1)

20 (3.2)

20 (4.5)

71 (4.8)

97 (1.8)35 (4.1)

83 (3.5)

97 (1.5)

60 (4.5)

97 (1.2)76 (4.1)

55 (3.9)

90 (2.6)

88 (2.9)

96 (1.7)8 (2.5)

– –

98 (1.1)

36 (4.3)

– –– –

100 (0.0)

34 (4.0)

63 (4.6)

98 (1.5)– –

92 (2.6)

89 (2.5)

49 (5.0)

12 (3.6)96 (1.8)

70 (3.2)

67 (0.6)

48 (4.4)

31 (4.0)

84 (6.9)

50 (4.0)61 (4.8)

89 (2.6)

88 (3.4)

81 (4.1)

98 (1.1)17 (3.2)

50 (5.2)

58 (4.0)

90 (2.4)

97 (1.5)11 (3.2)

38 (4.0)

99 (1.3)

98 (1.1)

41 (4.0)90 (2.2)

– –

92 (2.3)

89 (2.6)

– –– –

100 (0.0)

69 (4.0)

70 (4.4)

98 (1.2)– –

99 (0.8)

35 (4.4)

27 (4.4)

9 (3.1)93 (2.4)

67 (3.3)

68 (0.6)

39 (4.1)

5 (2.1)

87 (3.3)

35 (3.8)52 (4.3)

79 (3.1)

11 (3.9)

10 (3.1)

82 (3.6)44 (3.7)

58 (4.6)

87 (3.1)

90 (2.4)

48 (4.8)7 (2.6)

44 (4.0)

99 (1.3)

97 (1.4)

33 (3.9)83 (3.4)

– –

19 (3.8)

87 (2.6)

– –– –

100 (0.0)

24 (3.3)

58 (4.7)

16 (3.5)– –

85 (3.4)

27 (4.3)

34 (4.2)

6 (2.5)46 (4.5)

65 (3.8)

52 (0.6)

76 (3.3)

54 (5.4)

97 (1.3)

91 (2.1)96 (1.4)

93 (2.3)

100 (0.0)

98 (1.3)

92 (2.8)49 (4.0)

84 (3.2)

97 (1.5)

91 (2.5)

96 (1.2)35 (4.0)

95 (1.5)

99 (0.9)

94 (2.4)

85 (3.1)77 (3.9)

– –

97 (1.5)

80 (3.4)

– –– –

100 (0.0)

78 (3.3)

89 (2.6)

99 (0.7)– –

99 (0.9)

56 (4.9)

60 (4.6)

15 (4.0)100 (0.0)

82 (3.0)

83 (0.5)

71 (3.2)

35 (4.7)

98 (1.0)

82 (2.6)92 (2.2)

47 (4.3)

96 (2.5)

94 (2.4)

96 (1.7)14 (2.8)

87 (3.4)

100 (0.2)

85 (3.4)

100 (0.0)40 (4.7)

77 (3.1)

15 (3.5)

92 (2.2)

63 (4.3)71 (4.1)

– –

98 (1.3)

81 (3.6)

– –– –

100 (0.0)

78 (3.4)

94 (2.0)

96 (1.8)– –

97 (1.6)

75 (3.7)

53 (4.9)

7 (2.6)98 (1.4)

76 (3.4)

75 (0.5)

80 (3.2)

8 (2.9)

89 (2.9)

44 (3.4)85 (3.0)

98 (1.0)

28 (5.4)

96 (2.0)

66 (4.1)83 (3.0)

34 (4.9)

92 (2.3)

79 (3.7)

99 (0.9)89 (2.6)

89 (2.6)

43 (4.1)

99 (0.8)

66 (4.1)55 (4.4)

– –

95 (2.1)

29 (4.1)

– –– –

100 (0.0)

74 (3.6)

77 (3.5)

91 (2.5)– –

80 (4.5)

48 (4.5)

76 (4.1)

3 (1.8)96 (1.9)

86 (2.6)

71 (0.6)

91 (2.4)

58 (5.3)

97 (1.7)

97 (1.3)96 (1.7)

98 (1.0)

100 (0.0)

96 (2.1)

97 (1.4)80 (3.4)

87 (3.4)

98 (1.2)

93 (2.2)

100 (0.0)94 (1.9)

98 (1.2)

100 (0.0)

99 (0.8)

95 (1.9)98 (1.2)

– –

98 (1.2)

83 (3.4)

– –– –

100 (0.0)

94 (1.9)

95 (1.8)

100 (0.0)– –

96 (1.8)

88 (2.8)

76 (4.2)

9 (3.1)99 (0.5)

93 (1.7)

91 (0.4)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Italy

Japan

Jordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

TunisiaTurkey

United States

International Avg.


SOU

RCE:

IEA

Thi

rd In

tern

atio

nal M

athe

mat

ics

and

Scie

nce

Stud

y (T

IMSS

), 19

98-1

999.

5.14

Exhibit 5.14 Percentages of Students Taught Physics Topics*








r r r

s s s s

r

r s s sr

r r r r

s s s s

r r r

r

‡

r r r r

r

r

r r

s s s s

r r r r

Classification ofmatter (elements,

compounds,solutions, mixtures)

Energy andchemical change(exothermic and

endothermicreactions, reaction

rates)

Chemical reactivityand transformations

(definition ofchemical change,

oxidation,combustion)

Structure of matter(atoms, ions,

molecules, crystals)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Italy

Japan

Jordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

42 (3.8)

4 (1.9)

87 (2.8)

36 (3.6)83 (3.2)

84 (2.9)

53 (4.9)

53 (5.3)

73 (4.7)51 (3.6)

71 (4.8)

99 (1.0)

x x

66 (4.8)29 (4.0)

58 (4.0)

46 (4.2)

62 (4.5)

51 (3.8)54 (4.8)

– –

87 (3.0)

39 (4.3)

– –– –

99 (0.8)

35 (3.6)

72 (3.8)

36 (4.9)– –

x x

43 (4.5)

52 (4.3)

1 (1.1)

95 (1.8)

66 (3.9)

58 (0.7)

65 (4.1)

8 (3.0)

99 (0.5)

54 (4.2)86 (3.0)

100 (0.0)

68 (4.4)

92 (3.0)

94 (2.1)79 (2.7)

57 (5.0)

97 (1.4)

x x

97 (1.1)62 (4.1)

78 (3.6)

96 (1.7)

98 (1.1)

91 (2.3)89 (2.6)

– –

99 (0.7)

57 (4.4)

– –– –

99 (0.9)

61 (4.1)

83 (3.2)

84 (4.0)– –

89 (2.9)

65 (4.0)

51 (4.8)

3 (1.8)

94 (2.1)

76 (3.4)

76 (0.6)

89 (2.6)

8 (2.6)

99 (1.1)

63 (3.1)90 (2.1)

97 (1.4)

80 (4.2)

100 (0.0)

84 (4.1)89 (2.6)

66 (4.6)

100 (0.0)

x x

97 (1.6)94 (2.2)

91 (2.0)

75 (3.6)

99 (0.9)

97 (1.4)99 (0.9)

– –

99 (0.9)

71 (3.7)

– –– –

99 (0.9)

89 (2.6)

87 (2.7)

99 (0.7)– –

93 (2.5)

72 (3.5)

86 (3.5)

1 (0.9)

96 (1.9)

88 (2.6)

84 (0.4)

98 (1.1)

13 (2.9)

99 (0.8)

80 (2.3)95 (1.8)

100 (0.0)

95 (1.7)

100 (0.0)

98 (1.7)95 (1.7)

90 (2.7)

100 (0.0)

x x

100 (0.0)95 (2.1)

95 (1.8)

99 (1.2)

99 (0.6)

99 (0.8)99 (0.9)

– –

98 (1.0)

82 (3.2)

– –– –

99 (1.0)

96 (1.5)

92 (2.2)

100 (0.0)– –

98 (1.3)

96 (1.8)

86 (3.6)

9 (3.1)

97 (1.5)

88 (2.2)

90 (0.3) SOU

RCE:

IEA

Thi

rd In

tern

atio

nal M

athe

mat

ics

and

Scie

nce

Stud

y (T

IMSS

), 19

98-1

999.

Exhibit 5.155.15

Percentages of Students Taught Chemistry Topics*

2 3 4 5 6 7188 Chapter 1








r r r

r r r

s s s

s s s

r r r

s s s

s s s

r r

r s r

r

r r r‡

r r r

r

r

r s

s s s

r r r

r r s

Pollution (acid rain,global warming, ozonelayer, water pollution)

Food supply andproduction, population,

and environmentaleffects of natural and

man-made events

Conservation of naturalresources (land, water

forests, energy sources)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Italy

Japan

Jordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

40 (3.6)

63 (4.3)

84 (4.0)

83 (2.9)90 (2.3)

41 (4.7)

50 (5.0)

82 (4.1)

71 (4.6)55 (4.2)

30 (4.7)

89 (2.8)

79 (3.8)

69 (3.8)35 (4.4)

70 (3.4)

7 (2.4)

72 (4.4)

49 (4.4)75 (4.4)

– –

84 (3.5)

77 (3.9)

– –– –

98 (1.1)

40 (4.1)

90 (2.3)

96 (2.2)– –

64 (5.0)

59 (4.9)

89 (2.3)

42 (4.8)

74 (3.5)

81 (2.9)

66 (0.7)

45 (3.9)

82 (3.7)

89 (3.3)

90 (2.2)97 (1.3)

48 (4.4)

89 (3.7)

92 (2.5)

71 (5.1)77 (4.0)

54 (5.3)

99 (1.0)

85 (3.0)

88 (2.9)37 (4.5)

80 (2.8)

7 (2.4)

81 (3.6)

58 (4.5)87 (3.3)

– –

89 (2.7)

75 (3.7)

– –– –

98 (1.0)

61 (4.0)

97 (1.4)

94 (2.3)– –

86 (3.5)

66 (4.6)

92 (2.3)

52 (4.7)

84 (3.4)

79 (2.5)

76 (0.6)

62 (3.6)

89 (3.3)

92 (2.9)

92 (1.4)97 (1.3)

73 (3.5)

93 (3.2)

92 (2.6)

79 (4.5)78 (3.2)

74 (4.3)

99 (1.0)

79 (4.0)

39 (4.3)44 (4.8)

84 (2.6)

26 (3.4)

87 (2.9)

75 (3.8)88 (3.4)

– –

86 (3.1)

82 (3.5)

– –– –

99 (1.0)

60 (3.9)

95 (1.9)

94 (2.5)– –

93 (2.4)

60 (4.2)

83 (3.4)

37 (4.2)

87 (3.3)

83 (2.4)

78 (0.6)


SOU

RCE:

IEA

Thi

rd In

tern

atio

nal M

athe

mat

ics

and

Scie

nce

Stud

y (T

IMSS

), 19

98-1

999.

5.16

Exhibit 5.16 Percentages of Students Taught Environmental and Resource Issues Topics*








r r

r r r r r r

r r s r r rr

r r r r s r

r r r r r r

s s s s s s

r

r r r rr r r

r r r r

r r r r r r‡

s s s

r r r r r r

r r

r r r r r r

r r r r r

r r r r r r

r r r r r r

Scientificmethod

(formulatinghypotheses,

makingobservations,

drawingconclusions,generalizing)

Describing andinterpreting

data

Gathering,organizing, and

representingdata (units,

tables, charts,graphs)

Using scientificapparatus and

conductingroutine

experimentaloperations

Scientificmeasurements

(reliability,replication,

experimentalerror, accuracy,

scales)

Experimentaldesign

(experimentalcontrol,

materials,and

procedures)

Australia

Belgium (Flemish)

Bulgaria

CanadaChile

Chinese Taipei

Cyprus

Czech Republic

EnglandFinland

Hong Kong, SAR

Hungary

Indonesia


Italy

Japan

Jordan


Lithuania

Macedonia, Rep. of

Malaysia

MoldovaMorocco

Netherlands

New Zealand

Philippines


Singapore

South Africa

Thailand

Tunisia

Turkey

United States

International Avg.

98 (0.7)

86 (3.8)

x x

99 (0.5)98 (1.2)

85 (3.2)

100 (0.0)

79 (4.4)

96 (1.6)89 (2.8)

85 (3.4)

96 (1.7)

90 (2.8)

64 (4.3)91 (2.6)

100 (0.0)

90 (2.6)

58 (4.7)

93 (2.1)82 (3.8)

– –

87 (3.9)

87 (3.2)

– –– –

92 (3.7)

99 (0.8)

100 (0.4)

94 (2.5)– –

94 (2.2)

66 (4.1)

90 (2.2)

85 (3.4)

58 (4.3)

99 (0.6)

88 (0.5)

95 (1.2)

46 (4.6)

x x

97 (1.7)86 (3.1)

71 (4.0)

93 (3.0)

73 (4.9)

95 (1.9)89 (2.5)

68 (4.5)

93 (1.9)

63 (4.1)

77 (3.5)91 (2.7)

94 (1.8)

96 (1.8)

55 (4.8)

89 (2.6)95 (2.1)

– –

x x

76 (4.2)

– –– –

96 (3.0)

96 (1.7)

96 (1.7)

92 (3.0)– –

93 (2.6)

65 (4.1)

89 (2.4)

84 (3.5)

76 (3.4)

97 (1.2)

84 (0.6)

78 (3.5)

64 (4.6)

x x

84 (2.8)71 (3.6)

83 (3.3)

85 (3.5)

81 (4.4)

92 (2.2)82 (2.9)

63 (4.8)

80 (3.5)

67 (4.6)

54 (4.5)55 (4.6)

84 (3.1)

77 (3.4)

53 (5.0)

84 (3.1)61 (5.3)

– –

x x

68 (4.0)

– –– –

99 (0.7)

85 (3.3)

87 (2.9)

90 (3.0)– –

91 (3.0)

53 (4.8)

76 (4.0)

47 (5.2)

55 (4.0)

89 (2.5)

75 (0.7)

98 (1.2)

66 (4.9)

x x

99 (0.8)78 (3.2)

90 (2.7)

93 (2.5)

80 (4.8)

98 (0.9)84 (2.7)

88 (3.1)

77 (3.7)

78 (4.2)

83 (3.3)84 (3.5)

84 (3.2)

99 (1.0)

83 (3.2)

99 (0.7)82 (3.9)

– –

x x

95 (2.3)

– –– –

100 (0.0)

97 (1.8)

90 (2.7)

94 (2.3)– –

97 (1.7)

73 (4.2)

93 (2.0)

73 (4.1)

65 (4.4)

95 (1.4)

87 (0.5)

99 (0.5)

91 (2.8)

x x

100 (0.2)93 (2.0)

68 (4.0)

88 (3.0)

86 (3.7)

98 (0.8)90 (2.6)

81 (3.4)

97 (1.7)

80 (3.8)

57 (4.4)82 (3.7)

95 (1.7)

97 (1.6)

78 (4.0)

92 (2.1)92 (2.9)

– –

84 (4.8)

83 (3.3)

– –– –

100 (0.0)

99 (0.6)

97 (1.4)

95 (2.2)– –

95 (2.1)

68 (4.8)

87 (3.1)

70 (3.8)

67 (4.6)

97 (1.4)

87 (0.5)

96 (2.0)

90 (3.2)

x x

99 (0.7)91 (1.9)

69 (3.9)

92 (2.3)

81 (4.8)

98 (0.9)92 (2.2)

80 (3.3)

99 (0.7)

71 (4.0)

60 (4.1)88 (3.0)

94 (1.8)

95 (1.9)

75 (4.2)

86 (2.9)91 (2.8)

– –

85 (4.7)

83 (3.4)

– –– –

100 (0.0)

99 (1.0)

98 (1.1)

96 (2.1)– –

96 (1.9)

69 (3.9)

82 (3.2)

79 (3.7)

59 (4.7)

98 (1.1)

87 (0.5)SO

URC

E: IE

A T

hird

Inte

rnat

iona

l Mat

hem

atic

s an

d Sc

ienc

e St

udy

(TIM

SS),

1998

-199

9.

Exhibit 5.175.17

Percentages of Students Taught Scientific Inquiry and the Nature ofScience Topics*

2 3 4 5 6 7190 Chapter 1









Can Meaningful Comparisons Between Intended andImplemented Curricula Be Made?

The timss 1999 results indicate some discrepancies in a number ofcountries between the intended curriculum in science and the imple-mented curriculum as reported by teachers. There are many cases oftopics intended to be taught to all, or almost all, students in a countryfor which teachers reported lower coverage. Interestingly, there areeven more cases for which teachers reported greater topic coveragethan would be expected from the intended curriculum. Such discrep-ancies are consistent with previous iea studies.2 However, consideringthe broad nature of the topic areas, care should be taken in interpretingthe results. Further analysis will need to be done within each country tostrengthen the match between the intended and implemented curricula.

2 Livingstone, I.D., (1986), Second International Mathematics Study: Perceptions of the Intended and Implemented MathematicsCurriculum, Washington, D.C., Center for Statistics, U.S. Department of Education.

7192

Documents

The Science Curriculum - Boston College · The Science Curriculum ... and intentions inherent in each country’s policies for science education. ... Finland Hong Kong, SAR Hungary